Education Sector Strategic Plan 2004-2015 - Planipolis

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Annex IA: Guidelines for adopting new initiatives and projects (a) The Ministry's programs include a number of cross-cutting initiatives, such as girls' education, HIV/AIDS awareness and prevention, ICT, agricultural education, and sports activities. Similarly, the Ministry's programs encompass special projects targeted toward particular groups of learners, including children in dispersed communities and in poor communities, orphans, children living in areas of conflict, and street children. (b) New initiatives such as these are likely to occur, even though their particular aims and interests are not anticipated in the ESSP framework. Current examples are the pending policy on agricultural education and the proposed school feeding program. The Ministry should follow explicit and approved guidelines for deciding whether and how to adopt these initiatives. This is particularly important for initiatives that are introduced from outside of the Ministry, such as projects proposed by donor agencies and NGOs. (c) The following guidelines are an initial suggestion, which the Ministry should consider, revise, and incorporate as an annex to this <strong>Plan</strong>: (i) Is the proposed initiative or project in line with long-term goals of the MDGs and EFA? (ii) Does it lead directly to achievement of the objectives and sub-objectives of ESSP? (iii) Does it complement existing strategies and interventions? (iv) Can it be easily accommodated into the curriculum? If not, what will it replace in the curriculum? (v) What other aspects of the system does it impact (require additional teachers, facilities, equipment? restructuring?) (vi) Can it be accommodated within the medium-term budget framework that covers their period of implementation? (vii) If it is partly financed by external funding agencies, does it include a plan for incorporation into the Ministry's system and long-term costing framework (ESSP and subsequent ESSPs)? (viii) If its financing is to be shared by other government agencies or external funding agencies over the indefinite future, is there a guarantee that the partner agency can and will meet its commitment?
Annex 1 B: Tables and figures cited in the text Table 1A: Achievement scores on 1999 NAPE (% of random national sample) Sample size P3 English reading/writing P3 English oral P3 math P6 English reading/writing P6 English oral P6 math 2930 1432 2929 2571 1352 2514 Advanced 4.8 10.8 4.7 2.2 9.6 1.8 Adequate 13.4 40.9 33.9 11.0 69.5 39.7 Inadequate 81.9 48.3 61.4 86.7 20.9 58.5 Table 1B: Achievement scores on 2003 NAPE (% of random national sample) P3 English reading/writing P3 English oral P3 numeracy P6 English reading/writing P6 English oral P6 numeracy Sample size 3999 3932 3989 3949 3890 3956 Advanced 4.7 10.8 5.5 1.1 18.7 0.3 Adequate 29.6 12.6 37.4 18.9 37.7 20.2 Basic 24.8 4.8 17.1 12.4 13.8 23.1 Inadequate 40.9 71.8 40 67.6 29.8 56.4 Table 2: Achievement at the post-primary level Maths English Very good 22.2% 15.9% Good 17.6% 27.3% Fair 19.6% 31.7% Failing 40.5% 25.1 %
Page 1 and 2: Ministry of Education and Sports Ed
Page 3 and 4: Final ESSP Sub-objective 2.2: Post-
Page 5 and 6: Final ESSP cohorts reaching age six
Page 7 and 8: Final ESSP In 2002 the Ministry’s
Page 9 and 10: 2.0 POLICY OBJECTIVES Final ESSP Po
Page 11 and 12: Final ESSP primary, and tertiary, o
Page 13 and 14: Final ESSP The modern workforce, to
Page 15 and 16: 3.0 STRATEGIES TO REACH THE OBJECTI
Page 17 and 18: (b) Reconfigure the post-primary su
Page 19 and 20: Final ESSP mobility of students amo
Page 21 and 22: Final ESSP (vii) Such pupils need i
Page 23 and 24: Final ESSP Like the curriculum revi
Page 25 and 26: 3.1.3 Objective 3: An effective and
Page 27 and 28: Final ESSP horizon (such as agricul
Page 29 and 30: 4.0 IMPLEMENTING THE ESSP Final ESS
Page 31 and 32: Final ESSP In order to accommodate
Page 33 and 34: 5.2 Financing Final ESSP The Long-T
Page 35 and 36: Annexes Annex 1A: Guidelines for ad
Page 37 and 38: Annex 1B: Tables and figures cited
Page 39: Annexes Annex IA: Guidelines for ad
Page 43 and 44: IeI
Page 46: ANNEXES TABLES i ND FIGURES ON COST
Page 49 and 50: Secondary Recurrent Expenditures Wa
Page 51 and 52: TOTAL COST TO HOUSEHOLDS AND OTHER
Page 53 and 54: (b) Repeater rates are from EMIS an
Page 55 and 56: (c) The number of students matricul
Page 57 and 58: 6.0 Technical Notes to the Model (a
Page 59 and 60: Dropout Rates Enrollment Details Ma
Page 61 and 62: With Real Growth in Salaries of 3.5
Page 63 and 64: ACADEMIC SECONDARY ESTIMATES OF ENR
Page 65 and 66: Total Construction Furnishings Tota
Page 67 and 68: TERTIARY EDUCATION Enrollment S6 Ma
Page 69 and 70: Primary Academic Secondary BTVET Te
Page 72: ANNEXES POLICY OBJECTIVES AND STRAT
Page 75 and 76: Sub-objectives Strategies Intervent
Page 77 and 78: ISub-objectives Strategies Interven
Page 79 and 80: s and Targets Objectives and sub-ob
Page 81 and 82: EDUCATION SECTOR LEVEL INDICATORS
Page 83 and 84: Monitoring Area Indicator 9.Surviva
Page 85 and 86: Assumptions Made in determining Per
Page 88 and 89: Work Plan 2004/5—2006/7: Pre-prim
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Work Plan 2004/5x-2006/7:Pre-primar
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Work Plan 2004/5—2006/7:Pre-prima
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Work Plan 2004/5-200617: Pre-primar
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Work Plan 2004/5—2006/7: Post-pri
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Work Plan 2004/5-2006/7: Post-prima
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Work Plan 200415-200617: Post-prima
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Work Plan .2004/5—2006/7: Teacher
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Work Plan 2004/5—200617: Teacher
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Work Plan 2004/5-2006/7: Higher edu
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Work Plan 2004/5—200617: Special
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Work Plan 2004/5-200617: Special Ne
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Work Plan 2004/5-2006/7: Special Ne
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Work Plan 2004/5-200617: NCDC Inter
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Work Plan 2004/5-2006/7: NCDC Inter
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Work Plan 2004/5-2006/7: NCDC Inter
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Work Plan 200415-200617: EPD and MO
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Work Plan 2004/5-2006/7: EPD and MO
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Work Plan 2004/5-2006/7: Education
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Work Plan 2004/5—2006/7: UNEB Int
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Work Plan 2004/5-2006/7: Sports Int
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Work Plan 2004/5—2006/7: District
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Education Sector Strategic Plan 2004-2015 - Planipolis

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